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Contextual word learning with form-focused and meaning-focused elaboration

Irina Elgort, Sarah Candry UGent, TJ Boutorwick, June Eyckmans UGent and Marc Brysbaert UGent (2017) APPLIED LINGUISTICS.
abstract
Contextual L2 word learning may be facilitated by increasing readers’ engagement with form and meaning of novel words. In the present study, two adult L2 populations, Chinese and Dutch speakers, read English sentences that contained novel vocabulary. These contextual exposures were accompanied either by form-focused elaboration (i.e. word-writing) or by meaning-focused elaboration (i.e. actively deriving word meaning from context). Immediate and delayed offline and online measures of word knowledge showed superior learning outcomes for the word-writing treatment. This finding is aligned with the predictions of the lexical quality hypothesis (Perfetti and Hart 2002), highlighting the added value of more precise encoding of a word’s form, in addition to learning its meaning. The key pedagogical implication of this study is that a simple act of copying novel words, while processing meaningful L2 input, may significantly boost quality of lexical knowledge.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
in press
subject
journal title
APPLIED LINGUISTICS
ISSN
0142-6001
DOI
10.1093/applin/amw029
language
English
UGent publication?
yes
classification
A1
id
7139716
handle
http://hdl.handle.net/1854/LU-7139716
date created
2016-03-09 10:51:16
date last changed
2017-06-02 13:46:40
@article{7139716,
  abstract     = {Contextual L2 word learning may be facilitated by increasing readers{\textquoteright} engagement with form and meaning of novel words. In the present study, two adult L2 populations, Chinese and Dutch speakers, read English sentences that contained novel vocabulary. These contextual exposures were accompanied either by form-focused elaboration (i.e. word-writing) or by meaning-focused elaboration (i.e. actively deriving word meaning from context). Immediate and delayed offline and online measures of word knowledge showed superior learning outcomes for the word-writing treatment. This finding is aligned with the predictions of the lexical quality hypothesis (Perfetti and Hart 2002), highlighting the added value of more precise encoding of a word{\textquoteright}s form, in addition to learning its meaning. The key pedagogical implication of this study is that a simple act of copying novel words, while processing meaningful L2 input, may significantly boost quality of lexical knowledge.},
  author       = {Elgort, Irina and Candry, Sarah and Boutorwick, TJ and Eyckmans, June and Brysbaert, Marc},
  issn         = {0142-6001},
  journal      = {APPLIED LINGUISTICS},
  language     = {eng},
  title        = {Contextual word learning with form-focused and meaning-focused elaboration},
  url          = {http://dx.doi.org/10.1093/applin/amw029},
  year         = {2017},
}

Chicago
Elgort, Irina, Sarah Candry, TJ Boutorwick, June Eyckmans, and Marc Brysbaert. 2017. “Contextual Word Learning with Form-focused and Meaning-focused Elaboration.” Applied Linguistics.
APA
Elgort, I., Candry, S., Boutorwick, T., Eyckmans, J., & Brysbaert, M. (2017). Contextual word learning with form-focused and meaning-focused elaboration. APPLIED LINGUISTICS.
Vancouver
1.
Elgort I, Candry S, Boutorwick T, Eyckmans J, Brysbaert M. Contextual word learning with form-focused and meaning-focused elaboration. APPLIED LINGUISTICS. 2017;
MLA
Elgort, Irina, Sarah Candry, TJ Boutorwick, et al. “Contextual Word Learning with Form-focused and Meaning-focused Elaboration.” APPLIED LINGUISTICS (2017): n. pag. Print.